Found: Brothers and Campden BRI (to also include Unilever from October 2025)) and will train 43 PhD students

Found: I own two properties that are let to graduate students in the city.

Found: In particular, there is concern around clinical placements for students.

Found: There is an attrition of students as well.

Question to the Department for Education:

To ask His Majesty's Government what is the educational attainment gap for blind and visually impaired students at (1) Key Stage 2, (2) GCSE, and (3) A Level; by what date, if any, they aim to eradicate that gap; and what additional research have they undertaken, or do they intend to undertake, to support work in this area.

Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)

Data is collected on pupils receiving either special educational needs support or have an Education, Health and Care (EHC) plan and their primary category of need. The links below provide the attainment of pupils assessed as having a primary need of ‘visual impairment’ and how this compares to other pupils:

• Key stage 2: data for the 2022/23 year is in the table atttached.
• Key stage 4: data for the 2022/23 year is in the table attached.
• A level: data for the 2022/23 year is in the table attached.

The department wants all children and young people to be able to reach their full potential and to receive the right support to succeed in their education and as they move into adult life. The department is creating a new single national special educational needs and disabilities (SEND) and alternative provision system for how needs are identified and met across EHC. This new single national system will set standards on what support should be made available in mainstream settings, including for children with visual impairments.

The department is committed to ensuring a steady supply of teachers of children with sensory impairments in both specialist and mainstream settings. To teach a class of pupils with sensory impairments, a teacher is required to hold the relevant mandatory qualification (MQSI). There are currently six providers of the MQSI, with a seventh available from September 2024. In addition, the Institute for Apprenticeships and Technical Education is developing a new occupational standard for teachers of sensory impairment, which is expected to launch in 2025.

The national curriculum tests are designed and modified to ensure they are accessible to visually impaired pupils. Access arrangements can be agreed with exam boards before an assessment for candidates with specific needs, including SEND, to help them access assessments to show what they know and can do without changing the demands of the assessment. The intention behind an access arrangement is to meet the needs of an individual candidate without affecting the integrity of the assessment.

Children and young people with SEND have more access to assistive technology (AT) following investment in remote education and accessibility features which can reduce or remove barriers to learning. Following the promising results of a pilot training programme in 2022 to increase mainstream school staff confidence using assistive technology, the government extended training to capture more detailed data on the impact on teachers and learners. The independent evaluation will be published in May 2024. The department is also now researching the AT skills required by staff at special schools, including those working with blind and visually impaired students.

Question to the Department for Education:

To ask His Majesty's Government, further to the Written Answer by Baroness Barran on 19 February (HL2185), what steps they are taking to ensure financial literacy education is actually reaching the most disadvantaged students.

Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)

It is crucial that all pupils are equipped with the knowledge and tools to manage their finances well in later life. That is why financial education is embedded in the national curriculum for mathematics at key stages 1 to 4, and in citizenship at key stages 3 and 4.

The national curriculum is compulsory for maintained schools, but all schools are measured by Ofsted on having a broad and balanced curriculum which is comparable to the national curriculum. As with other aspects of the curriculum, schools can choose how to teach financial education and they can tailor what they teach to make sure all pupils are taught what they need to know.

The Levelling Up White Paper identified 55 Education Investment Areas where the department will implement a package of measures to drive school improvement and accelerate progress towards the department’s 2030 ambition that 90% of pupils meet the expected standards in reading, writing and mathematics at the end of primary school and that the average mathematics and English GCSE grade increases to a 5.

There is a range of financial education support for schools. For example, Oak National Academy, an Arm’s Length Body, has published its initial mathematics resources, with the full curriculum available by this autumn. As part of this, Oak is exploring including additional lessons in real life mathematics. Secondary citizenship resources will become available from autumn 2024 and will be complete by autumn 2025. The Money and Pensions Service has published guidance for schools and there is specialist support for fraud and tax education from the Home Office and HMRC respectively.

The department also works closely with the Money and Pensions Service which exists to help people make the most of their money and pensions, particularly those most in need and those most vulnerable to financial insecurity. The Money and Pensions Service has invested £1.1 million in financial education programmes to support children and young people in vulnerable circumstances and has published guidance to help children and young people's services to embed financial wellbeing into the services they offer.

Question to the Department for Education:

To ask His Majesty's Government what are the latest available data on the number and percentage of students who left school after their A-levels to go into work; and what percentage of them received (1) 100 UCAS points or above in their A-levels, and (2) 150 UCAS points or above in their A-levels.

Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)

The department publishes information on the sustained destinations of students after 16-18 study, broken down by the level at which they studied. The table below gives the latest data on the number and percentage of students who were deemed to be at the end of 16-18 study in 2020/21 (2021 leavers) and their sustained destination in the 2021/22 academic year.

This is for students studying at level 3 and the number and percentage that went on to sustain an employment destination.

The destinations data does not include information on students’ A level results or UCAS points. However, over three quarters of students who studied an approved level 3 qualification completed A Levels.

• Sustained employment destination: in order to count as a sustained destination, the student must have six months of continuous employment activity between October and March in 2021/22.
• The way the department decides when a student is at the end of 16 to 18 study has changed for the 2020/21 (2021 leavers) and comparisons to previous cohorts should be treated with extreme caution.
• Total state-funded mainstream schools and colleges covers all state-funded mainstream schools, academies, free schools, city technology colleges, sixth-forms and other further education sector colleges. Excludes alternative provision, special schools, other government department funded colleges and independent schools.

Question to the Department for Digital, Culture, Media & Sport:

To ask His Majesty's Government whether they have issued guidance to public institutions and universities concerning security arrangements for the protection of historic portraits of past statesmen.

Answered by Lord Parkinson of Whitley Bay - Parliamentary Under Secretary of State (Department for Culture, Media and Sport)

The vandalism against the portrait of A.J. Balfour at Trinity College, Cambridge, last month is rightly being investigated as a criminal act by Cambridgeshire Police. The shoddy sense of history by those who perpetrated and promoted it is also a reminder of the importance of historic portraits in improving our awareness and understanding of the past.

The famous declaration made by Balfour as Foreign Secretary in November 1917 made clear that ‘nothing shall be done which may prejudice the civil and religious rights of existing non-Jewish communities in Palestine, or the rights and political status enjoyed by Jews in any other country’. At the time Balfour issued it, the man who had painted his portrait three years earlier, Philip de László, was (despite having become a British citizen, with the former Prime Minister as one of his sponsors) interned, having been arrested on suspicion of treason on account of letters he had written to family members in Austria. As the historian Giles MacDonogh has noted, it appears ‘the fact that de László was born of Jewish parents had some bearing on the case’; his interrogation by Special Branch dwelt on his Jewish ancestry, and an unsympathetic biography included in the recommendation from MI5 to the Home Secretary that he be interned noted that de László was the ‘son of a Jew tailor’. In May 1919, his case was raised in a debate in Your Lordships’ House; the following month, it was brought before the Certificates of Naturalisation (Revocation) Committee, which took just fifteen minutes to throw it out and exonerate him.

It is thanks to portraits like this that such fascinating insights into our past can be gleaned.

I have spoken to the Vice-Master of Trinity College following the attack, and hope that this magnificent portrait can be swiftly repaired and shared with students and visitors to the college for many years to come.

Question to the Department for Education:

To ask His Majesty's Government what assessment they have made of the PwC report UK Higher Education Financial Sustainability Report, published in January.

Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)

Higher education (HE) providers are autonomous institutions responsible for their own financial sustainability. The department’s role and priority is to work with the Office for Students (OfS) and other stakeholders as appropriate to protect students’ best interests.

The OfS is responsible for monitoring the financial sustainability of registered HE providers in England. Its latest report on the financial health of the sector, which was published in May 2023, found that the overall aggregate financial position of universities was sound. However, there continue to be quite significant differences between individual providers, both across the sector and within peer groups.

The department will continue to work closely with the OfS and many parties including a variety of HE providers across the sector, mission groups and other government departments to understand the ongoing impacts and changing landscape of financial sustainability in the sector.

Question to the Department for Education:

To ask His Majesty's Government what plans they have to support universities who are facing bankruptcy.

Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)

Higher education (HE) providers are autonomous institutions responsible for their own financial sustainability. The department’s role and priority is to work with the Office for Students (OfS) and other stakeholders as appropriate to protect students’ best interests.

The OfS is responsible for monitoring the financial sustainability of registered HE providers in England. Its latest report on the financial health of the sector, which was published in May 2023, found that the overall aggregate financial position of universities was sound. However, there continue to be quite significant differences between individual providers, both across the sector and within peer groups.

The department will continue to work closely with the OfS and many parties including a variety of HE providers across the sector, mission groups and other government departments to understand the ongoing impacts and changing landscape of financial sustainability in the sector.

Question to the Department for Education:

To ask His Majesty's Government what assessment they have made of the levels of debt in UK universities.

Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)

Higher education (HE) providers are autonomous institutions responsible for their own financial sustainability. The department’s role and priority is to work with the Office for Students (OfS) and other stakeholders as appropriate to protect students’ best interests.

The OfS is responsible for monitoring the financial sustainability of registered HE providers in England. Its latest report on the financial health of the sector, which was published in May 2023, found that the overall aggregate financial position of universities was sound. However, there continue to be quite significant differences between individual providers, both across the sector and within peer groups.

The department will continue to work closely with the OfS and many parties including a variety of HE providers across the sector, mission groups and other government departments to understand the ongoing impacts and changing landscape of financial sustainability in the sector.

Question to the Ministry of Defence:

To ask His Majesty's Government what recent assessment they have made of the varied needs of the families of those serving in the armed forces; what steps they have taken to increase support available to those families; and to what extent they have addressed the recommendations outlined in the report commissioned by the Ministry of Defence, Living in our shoes: understanding the needs of UK Armed Forces Families published in June 2020.

Answered by Earl of Minto - Minister of State (Ministry of Defence)

Defence recognises the important role that families play in supporting our Armed Forces, which is why in 2022 we published our UK Armed Forces Families Strategy 2022 – 2032. There is much crossover between the Living in Our Shoes report and the Families Strategy Action Plan, with two authors of the report holding Defence to account via our Families Strategy Steering Group and progress being reported biannually to Ministers and being placed on record in the annual Armed Forces Covenant and Veterans Report.

The needs of families are constantly evolving, which is why Defence undertakes an annual Tri-Service Families Continuous Attitude Survey (FAMCAS). FAMCAS captures the key issues impacting our families which we then work to relieve. This may be achieved through direct intervention, for example via the Defence-funded Wraparound Childcare scheme, or by collaborating closely with other stakeholders or Government Departments, such as with the Office for Students to ensure that Service children are recognised within its Equality of Opportunity Risk Register.

Question to the Ministry of Justice:

To ask the Secretary of State for Justice, whether he is taking steps to help ensure digital (a) literacy and (b) understanding among legal professionals.

Answered by Mike Freer - Parliamentary Under-Secretary (Ministry of Justice)

The Ministry of Justice is driving the digital transformation of the legal sector by providing £6 million for the LawtechUK programme, which aims to increase innovation and adoption of lawtech in the delivery of UK legal services. Lawtech describes technologies which aim to support, supplement, or replace traditional methods for the delivery of legal services.

LawtechUK offers a range of free education programmes designed to help organisations interested in harnessing the benefits of innovation for their legal operations. This includes Lawtech Bridge which brings together startups and established legal businesses to explore approaches to digital innovation.

LawtechUK also organises events aimed at raising awareness and increasing understanding of lawtech. For example, a recent Lawtech Student Fair brought together law firms, alternate legal service providers and lawtech providers with students and junior lawyers to help ensure the next generation of lawyers are digitally literate and embracing technology.

Whilst the Government aims to support a flourishing and innovative legal sector, the legal profession in England and Wales, together with its regulators, operate independently of the Government. The Solicitor’s Regulation Authority, the approved regulator for solicitors, supports innovation in the legal sector through their Innovate programme by helping law firms run their business creatively, supporting technology firms looking to develop products for legal businesses and bringing together law firms and innovators.

Increase student finance loans for nursing students due to longer academic years. We read for 42 weeks of the year, complete 2,300hrs of unpaid placements across our degree and receive the same financial support as other students.

Found: Final year applications to student finance decrease as standard, but this still effects nursing students

I think the Government should ban schools being able to give pupils detentions.

Found: I think banning detentions and instead building up a mutual level of respect between students and teachers

For GCSE English students often study books mainly written by white men. There is often a lack of representation of other races in the books studied, and female characters are often portrayed in a negative way. We don't think this reflects our society today.

Found: They can make students feel unrepresented.

Stop schools from setting holiday work for students, if they do not have public exams that year.

Found: Stop schools from setting holiday work for students, if they do not have public exams that year.

Remove student discounts and replace with a student wage. This would enable students who haven’t chosen to go down the apprenticeship route to still be financially independent and have enough money to progress to higher education such as University.

Found: To help students and the younger generation to become more independent and not have to worry about debt

Student teachers on a non-salaried route work receive no payment for their labour when on placement, despite working similar hours as full paid teachers. If these trainees were to receive payment, we believe they would be motivated to continue their studies and have fewer financial worries.

Found: believe the Government should implement a policy that allows for compensation of pay for placement students

Some students only stay in RE lessons when their own faith is being taught.

I feel that this is against the spirit of inclusion and may cause division, resentment and ignorance.

Found: I believe removing the right for parents to withdraw their child from RE lessons will ensure that students

We want the Government to require universities to offer compensation to students that had terms with zero contact teaching hours during the COVID-19 pandemic. Offering £3,000 per term without a single contact hour.

Found: We want English universities to be required to offer compensation to students who received no contact

Found: Schedule 1, page 118, line 4, after “HMO” insert “or is occupied by one or two students” Member's

Found: and international conferences by the principal investigator, post - doctoral researchers, and PhD students

Found: , ensures that such students are registered with the UK degree awarding body.

Found: , ensures that such students are registered with the UK degree awarding body.

Found: Scholarship rates Further education The further education rate is £1,500 for all students.

Found: full set of measures, which have all been implemented, include:  ending the ability of nearly all students

Found: The Schools Gigabit Connectivity Project will help students and teachers access the latest digital technology

Found: Students will engage with materials, including primary sources about the Downing Street Declaration,

Found: route into the game, so it’s fantastic to hear that today’s announcement will support state school students

Found: In January, the government ended the ability of nearly all postgraduate students to bring dependants

Found: The Birmingham project aimed to solve this, with a specific focus on Year 11 students who tend to miss

Found: feel they have learnt new skills Headline Youth/ Learning workstream Q3 FY 2022/23 - Key stage 1 students

Found: Non-medical support for disabled students in higher education

Found: communities (e.g., nunneries, monasteries) • Residents in school and residential accommodation for students

Found: At SLC, we are committed to enabling students to invest in their future through further and higher education

Found: The role includes primarily delivering guest lectures to university students.

Found: The Schools Gigabit Connectivity Project will help students and teachers access the latest digital technology

Found: Students will engage with materials, including primary sources about the Downing Street Declaration,

Found: route into the game, so it’s fantastic to hear that today’s announcement will support state school students

Found: School caters for pupils with significant S pecial Educational Needs, and has a high proportion of students

Found: School caters for pupils with significant special educational needs, and has a high proportion of students

Found: For students it is walkable to Bristol University and Bower Ashton Art College.

Found: members of a group with a hierarchical structure, such as medical, pharmacy, dental, and nursing students

Found: (March 2024 session) 26-Mar-24 26-Mar-24 Results release to students by midday The London Institute

Found: B assessment (January 2024 session) 24 January 2024 Part A (paper-based) results released to students

Found: (January 2024 session) 24-Jan-24 24-Jan-24 Results release to students by midday The London Institute

Found: Fashion and Textiles 500/4448/5 Summer Awarding 2024 Deadline by which Centres must have confirmed students

Found: Level 3 Cambridge Technical Certificate in Business 600/4226/6 Cambridge Technicals 2012 Ineligible students

Found: number of girls taking GCSE exams in core-STEM subjects has risen to 7.2%, which equates to 81,872 more students

Found: £14.37 billionPrescriptions (CCGs and NHS England) £11.52 billion Dental (NHS England) £2.49 billion Students

Found: £14.37 billionPrescriptions(CCGs and NHS England) £11.52 billion Dental (NHS England) £2.49 billion Students

Found: £13.26 billionPrescriptions (CCGs and NHS England) £11.10 billion Dental (NHS England) £2.61 billion Students

Found: £13.26 billionPrescriptions (CCGs and NHS England) £11.10 billion Dental (NHS England) £2.61 billion Students

Found: in its rules, that the Special Consideration system is in place to apply Special Consideration for students

Found: in its rules, that the Special Consideration system is in place to apply Special Consideration for students

Found: term steps and measures should be taken within the education system to increase the recruitment of UK students

Found: from 2014 to 2023 and a further breakdown of those properties with a Council tax exemption occupied by students

Found: For example, in 2022/23 there was an intake of 114 maths students compared to a target of 250 (46%)

Found: reflect a change in valuation which considers the extent to wh ich student loans issued to Scottish students

Found: reflect a change in valuation which considers the extent to which student loans issued to Scottish students

Found: In return, students who accept the bursary agree to provide one year of service within NHS Scotland

Found: • Acknowledge that before the pandemic, Heriot Watt was considered the top destination for UAE students

Found: BusinessMs Gougeon asked for any other topics for discussion.James Stockan raised the point of support for students

Found: What’s the global picture in terms of picture and infrastructure around students, and 2.

Question

To ask the Scottish Government what advances have been made in optometry services within primary care in the last five years, and what funding arrangements are in place to support at-home diagnostic and treatment services.

Answered by Minto, Jenni - Minister for Public Health and Women's Health

The Scottish Government is: rolling out a new Community Glaucoma Service, which supports eligible patients with lower risk glaucoma and treated ocular hypertension to be discharged from hospital and registered with accredited community optometrists; and delivering UK-leading changes to the undergraduate optometry degree model, which will enable students to graduate as Independent Prescriber optometrists.

In relation to at-home diagnostic and treatment services, community optometry practices that provide NHS eye examinations to eligible patients in a domiciliary setting receive a General Ophthalmic Services eye examination fee as well as an additional visiting fee.